论文部分内容阅读
情感教学既是教学手段,同时又是教学目标。近年来,我在物理教学中,充分创设问题情境,让学生在疑问中,产生学习的需要;让学生经过质疑、讨论和思考学得新知识,并培养学习兴趣、信心、意志等非智力因素,从而提高了教学效益。 1 设置认知坡度,增强学习兴趣的持久性物理与日常生活密切相关,生活和自然现象在课堂上再现,带有熟悉和亲切之感,应该是极有趣味的,正因为如此,教育者将视角投向培养学生的学习兴趣上,毋庸置疑这是明智之举,但兴趣还有一个持久性的问题,我们不能停留在一事一时的兴趣上。为此,我认识到要设置一个较为合理的认知坡度,让学生进入角色,使他们的兴趣持久。
Emotional teaching is both a teaching method and a teaching goal. In recent years, I have fully created problem situations in physics teaching so that students have the need for learning in questions; let students learn new knowledge after questioning, discussion and thinking, and cultivate non-intelligence factors such as interest, confidence and will. , thereby improving the teaching effectiveness. 1 Set the cognitive gradient, and enhance the persistent physics of interest in learning. It is closely related to daily life. The reproduction of life and natural phenomena in the classroom, with a sense of familiarity and intimacy, should be extremely interesting. Because of this, the educator will There is no doubt that this is a sensible move from the perspective of cultivating students’ interest in learning. However, there is a persistent issue of interest. We cannot stay on interest for the moment. For this reason, I realized that a more reasonable cognitive gradient should be set up to allow students to enter roles and make their interests lasting.